|Name||Addison Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 October 2011|
|Address||Addison Gardens, Blythe Road, London, W14 0DT|
|Religious Character||Does Not Apply|
|Number of Pupils||353 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.1|
|Percentage Free School Meals||32.6%|
|Percentage English is Not First Language||67.1%|
Information about the school
This is a larger than average-sized primary school. The pupils come from predominantly Black African, White British and Black Caribbean families as well as from a range of other minority ethnic backgrounds. Two thirds of the children are learning to speak English as an additional language and, of these, the large majority join with little or no English. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is above average and represents a range of needs. The proportion of pupils known to be eligible for free school meals is above average. A higher proportion of pupils than usual join or leave the school at other than the expected times. Since the last inspection, there have been many changes to staff, including subject leaders.
This is a good school. Since its previous inspection, it has successfully maintained the effectiveness of many aspects of its provision. As a result of the school’s sustained effort on creating the ‘Addison Values’, it has now secured good levels of pastoral care, guidance and support which are effective in ensuring that pupils feel safe and well cared for and thrive in their personal development. Attendance has risen sharply and the large majority of pupils behave well because they benefit from good relationships with staff. They show considerable support for one another, regardless of age, gender or ethnicity. They talk with enthusiasm about their school and have positive attitudes towards their learning. On a few occasions, where teaching does not engage pupils sufficiently, pupils’ attitudes are less positive. The school has improved the quality of teaching and learning for the pupils following a period of staff changes and appointments. Senior leaders have a very clear awareness of the school’s effectiveness and what they need to do to bring about improvement. For example, there is a strong, shared commitment to raising achievement which has risen steadily as the school has focused effectively on systematically developing pupils’ basic skills, especially in writing. Subject leaders are increasingly effective in collecting and analysing data and evaluating their own subjects because the school has focused on developing their skills. Consequently, the good self-evaluation, combined with the rapid fall in the number of absences and exclusions, shows the school’s good capacity for sustained improvement. Good relationships with parents and carers support pupils’ learning well. Pupils achieve well because teaching is good and enables them to achieve well in lively and interesting lessons. In this caring school, all staff know pupils’ abilities well because teachers regularly check on how well pupils are doing and are effective in sharing this information with them and their parents and carers. Although there is some variability between different classes, all groups of pupils, including girls and the most-able, make good and sometimes better progress from their starting points. This is because of the considerable skill with which the school adapts and targets the well-focused support it gives pupils of different abilities, such as those at the early stages of learning English. Across the school, teachers’ day-to-day marking is good overall. However, changes in staff have meant that there are some inconsistencies in the use of assessment. Opportunities in lessons are sometimes missed to use questioning to challenge and stretch pupils, particularly the most-able at the start of lessons, or plan activities that ensure all pupils are actively learning at all times.